Richard Mayer
· Distinguished ProfessorUniversity of California, Santa Barbara · French and Italian Studies
Active 1900–2026
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About
Richard Mayer is a Distinguished Professor in the Department of Psychology at the University of California, Santa Barbara. His areas of specialization include human learning, problem-solving, educational psychology, human-computer interaction, multimedia learning, and mathematical and scientific reasoning. Mayer's work focuses on understanding how people learn and solve problems, particularly through the use of multimedia and technology, contributing significantly to the fields of educational psychology and applied linguistics. His research aims to improve instructional methods and learning outcomes by exploring the cognitive processes involved in learning and reasoning.
Research topics
- Artificial Intelligence
- Computer Science
- Psychology
- Mathematics education
- Multimedia
- Computer graphics (images)
- Human–computer interaction
Selected publications
Journal of Educational Psychology · 2020 · 334 citations
Senior authorCorrespondingWe investigated the instructional effectiveness of using an interactive and immersive virtual reality (IVR) simulation versus a video for teaching scientific knowledge in 2 between-subjects experiments. In Experiment 1, 131 high school students (84 females) used a science simulation that involved forensic analysis of a collected DNA sample in a virtual laboratory environment rendered in IVR or as a video covering the same material. In Experiment 2, 165 high school students (111 females) replicat…
Handbook of Game-Based Learning.
MIT Press eBooks · 2020 · 334 citations
A comprehensive introduction to the latest research and theory on learning and instruction with computer games
Five ways to increase the effectiveness of instructional video
Educational Technology Research and Development · 2020 · 306 citations
1st authorCorrespondingEducational Psychology Review · 2024-10-04 · 31 citations
articleOpen accessAbstract This study investigates the role of embodiment when learning a technical procedure in immersive virtual reality (VR) by introducing a framework based on immersion and interactivity. The goal is to determine how increasing the levels of immersion and interactivity affect learning experiences and outcomes. In a 2 × 2 factorial design, 177 high school students were assigned to one of four experimental conditions, varying levels of immersion (learning in immersive virtual reality wearing a…
Journal of Educational Computing Research · 2025-07-09 · 24 citations
articleOpen accessThis editorial brings together the insights of fourteen members of the journal’s editorial board to critically examine the evolving landscape of educational computing. In an era marked by rapid technological advancements; from generative artificial intelligence to extended reality, this editorial explores the multidimensional challenges and opportunities these developments present for education. Drawing from multidisciplinary perspectives, the contributors collectively identify four thematic are…
Recent grants
NSF · $146k · 2015–2018
NSF · $302k · 2022–2026
Collaborative Research: Multimodal Affective Pedagogical Agents for Different Types of Learners
NSF · $250k · 2018–2022
Frequent coauthors
- 49 shared
Logan Fiorella
- 36 shared
Roxana Moreno
- 20 shared
Mary Hegarty
- 17 shared
Deanne Adams
University of California, Santa Cruz
- 17 shared
Fuxing Wang
Central China Normal University
- 16 shared
Alyssa P. Lawson
Landmark College
- 15 shared
Andrew T. Stull
University of California, Santa Barbara
- 13 shared
Héctor R. Ponce
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